Year 4 student Isaac worked on understanding BODMAS and practiced long division, alongside reviewing his English creative writing homework with a focus on literal versus metaphoric language.

In Year 10, Luke tackled algebraic equations by moving pronumerals and numbers across equations and also reviewed how to apply BODMAS rules to simplify expressions.

For Year 12, Zahraa focused on refining her economics essay drafts, paying special attention to linking economic objectives and policies while incorporating relevant statistics and graphs.

In Year 10 mathematics, incomplete homework and inconsistent revision led to formula recall issues—"he often writes something on this page or does a drawing which significantly lowers his concentration," as noted by the tutor. This meant forgetting key steps in composite shape problems and struggling with multi-part questions.

Meanwhile, a Year 7 student left parts of an adolescent presentation unfinished until the night before it was due, resulting in missed criteria.

In English (Year 6), not revising notes from previous sessions limited knowledge retention; foundational grammar points slipped when not revisited. On tired days, engagement dropped further, slowing learning noticeably.

A Grose Wold tutoring session saw a Year 11 student, Zahraa, take on feedback about "waffling" in her essays—she now plans her arguments more tightly and handed in a draft with clearer structure than before.

In Year 10 English, Shreyans shifted from struggling to generate ideas to breaking down essay questions independently; his last story was much more cohesive because he linked it back to previous writing.

For a younger learner, one tutor noticed improved focus during maths lessons—this student used to fidget and lose track but now completes all set questions without needing extra breaks.